| EDUCATIONAL TECHNOLOGY (TURKISH, PHD) | |||||
| PhD | TR-NQF-HE: Level 8 | QF-EHEA: Third Cycle | EQF-LLL: Level 8 | ||
| Course Code | Course Name | Semester | Theoretical | Practical | Credit | ECTS |
| EDT6004 | Integrated Media Design | Fall | 3 | 0 | 3 | 12 |
| This catalog is for information purposes. Course status is determined by the relevant department at the beginning of semester. |
| Language of instruction: | Turkish |
| Type of course: | Departmental Elective |
| Course Level: | |
| Mode of Delivery: | Face to face |
| Course Coordinator : | Assist. Prof. ZEYNEP CÖMERT |
| Recommended Optional Program Components: | None |
| Course Objectives: | Multimedia is becoming increasingly important in education and industry as both a teaching tool and a learning activity for students and workers. If educators of these two media want to make the best use of multimedia, they must make the most of its potential in order to create an effective multimedia design. One of the best ways to do this is to develop and implement simple multimedia materials. This course aims to introduce students to the process of designing and creating an interactive multimedia environment that combines text, sound, animation, graphics and video in a practical way. Students will prepare the most effective multimedia materials using video, audio and text with different programmes. Students will also learn design principles and try to design new media in multimedia in the most effective way according to these principles. The four most general areas covering multimedia are: content, aesthetics, usability and usability. When students feel competent with multimedia principles and software, they will prepare interactive projects through individual and group assignments and students are expected to reflect the methods, techniques and theories they have learnt to these projects to be used in environments such as education and industry. |
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The students who have succeeded in this course; 1. Examine the latest multimedia types, effective multimedia solutions, and multimedia standards for use in school, home, work, and virtual reality, 2. Analyse the impact of learning theories on the development of multimedia and technology integration strategies; 3. Use effective media techniques to shape the classroom in ways such as active inquiry, collaborative discovery and supportive interaction; 4. Learn the history of multimedia in education; 5. Develop their skills by designing interactive multimedia applications after understanding how learning takes place; 6. Use Adobe Flash and AI to develop interactive multimedia applications; 7. Deal with writing and computer language to control design and structure; 8. work with each feature of sound and pictures; 9. use animation and video; 10. apply instructional design principles; 11. know the costs involved in planning, designing and producing multimedia |
| This course introduces students to the design and production process of developing interactive multimedia, a combination of text, sound, animation, graphics, and video. Students will be given an opportunity to work with a variety of software including programs used for sound and video production, multimedia presentations, web and desktop publishing, and photo & image editing. Students will understand the theoretical and empirical foundations of multimedia learning and cognition. Students will understand how multimedia cognition research is conducted and its resultant principles. Students are also to develop an understanding of new media related guiding design principles for the design of effective multimedia materials and are to apply them in developing multimedia applications. |
| Week | Subject | Related Preparation |
| 1) | Orientation | Syllabus |
| 2) | The promise of Multimedia World | The promise of Multimedia World |
| 3) | Cognitive Theory of Multimedia Learning | Cognitive Theory of Multimedia Learning |
| 4) | • Tutorials, Hypermedia, Drills • Simulations, Educational Games, Digital Storytelling | • Tutorials, Hypermedia, Drills • Simulations, Educational Games, Digital Storytelling |
| 5) | Basic Principles of Multimedia Learning – I • Multimedia Principle • Split-Attention Principle • Modality Principle • Redundancy Principle | Basic Principles of Multimedia Learning – I • Multimedia Principle • Split-Attention Principle • Modality Principle • Redundancy Principle |
| 6) | Basic Principles of Multimedia Learning – II • Principles for Managing Essential Processing: Segmenting, Pre-training, and Modality Principles • Principles for Reducing Extraneous Processing: Coherence, Signaling, Redundancy, Spatial Contiguity, and Temporal Contiguity Principles Principles Based on Social Cues: Personalization, Voice, and Image Principles | Basic Principles of Multimedia Learning – II • Principles for Managing Essential Processing: Segmenting, Pre-training, and Modality Principles • Principles for Reducing Extraneous Processing: Coherence, Signaling, Redundancy, Spatial Contiguity, and Temporal Contiguity Principles Principles Based on Social Cues: Personalization, Voice, and Image Principles |
| 7) | Creating Multimedia • Text, Sound, Images Animation and Video | Creating Multimedia • Text, Sound, Images Animation and Video |
| 8) | Advanced Principles of Multimedia Learning - I • The Guided Discovery Principle in Multimedia Learning The Worked-Out Example Principle in Multimedia Learning | Advanced Principles of Multimedia Learning - I • The Guided Discovery Principle in Multimedia Learning The Worked-Out Example Principle in Multimedia Learning |
| 9) | Advanced Principles of Multimedia Learning – Content Areas Pedagogical Agents in Multimedia Learning | Advanced Principles of Multimedia Learning – Content Areas Pedagogical Agents in Multimedia Learning |
| 10) | Advanced Principles of Multimedia Learning - III Pedagogical Agents in Multimedia Learning | Advanced Principles of Multimedia Learning - III Pedagogical Agents in Multimedia Learning |
| 11) | -Assessment and Evaluation in Multimedia Applications | -Assessment and Evaluation in Multimedia Applications |
| 12) | Multimedia Learning in Advanced Computer-Based Contexts • Multimedia Learning with Animated Pedagogical Agents • Multimedia Learning in Virtual Reality • Multimedia Learning with Games, Simulations, and Micro worlds | Multimedia Learning in Advanced Computer-Based Contexts • Multimedia Learning with Animated Pedagogical Agents • Multimedia Learning in Virtual Reality • Multimedia Learning with Games, Simulations, and Micro worlds |
| 13) | • Multimedia Learning with Hypermedia Multimedia Learning in e-Courses | • Multimedia Learning with Hypermedia Multimedia Learning in e-Courses |
| 14) | Usability in Multimedia Environments | Usability in Multimedia Environments |
| Course Notes / Textbooks: | • Mayer, R. (2005). The Cambridge Handbook of Multimedia Learning. New York: Cambridge University Press. • Mayer, R. (2007). Multimedia Learning. New York: Cambridge University Press. • Related book chapters |
| References: | • Mayer, R. (2005). The Cambridge Handbook of Multimedia Learning. New York: Cambridge University Press. • Mayer, R. (2007). Multimedia Learning. New York: Cambridge University Press. • Related book chapters |
| Semester Requirements | Number of Activities | Level of Contribution |
| Attendance | 14 | % 5 |
| Homework Assignments | 2 | % 10 |
| Project | 1 | % 10 |
| Midterms | 1 | % 30 |
| Final | 1 | % 45 |
| Total | % 100 | |
| PERCENTAGE OF SEMESTER WORK | % 45 | |
| PERCENTAGE OF FINAL WORK | % 55 | |
| Total | % 100 | |
| Activities | Number of Activities | Duration (Hours) | Workload |
| Course Hours | 14 | 3 | 42 |
| Homework Assignments | 5 | 10 | 50 |
| Midterms | 3 | 60 | 180 |
| Final | 1 | 30 | 30 |
| Total Workload | 302 | ||
| No Effect | 1 Lowest | 2 Low | 3 Average | 4 High | 5 Highest |
| Program Outcomes | Level of Contribution | |
| 1) | To comprehend current and advanced knowledge in the field of educational technology and being able to relate this knowledge information with education. | 4 |
| 2) | To comprehend relations between Educational Technology and others disciplines and being able to state ideas concerning possible implementations in framework of these relations. | 3 |
| 3) | To be able to evaluate, improve and design applications, methods generate new ideas which are innovative for educational technology. | 4 |
| 4) | Being able to manage original research in educational technology using interdisciplinary perspective. | 2 |
| 5) | Being able to investigate original issues within the frame of scientific research techniques as independently or in cooperation with others. Then being able to present the obtained results as research report. | 3 |
| 6) | Being able to advocate original views in discussions in the field of educational technologies. | 3 |
| 7) | Being able to communicate with experts in the field of educational technologies in written, orally and visually. | 2 |
| 8) | Being able to create new ideas and techniques concerning educational technology using high level mental process such as creative and critical thinking, problem solving and decision making. | 4 |
| 9) | Being able to make contributions to the society in being an information society and sustaining this by following the emerging scientific, technological, social and cultural developments. | 2 |
| 10) | To make contribution to solve social, scientific, cultural and ethic problems in issues related to e-learning technologies and promote development of these values. | 2 |
| 11) | Being able to make contributions to the knowledge in the field by publishing a scientific article in the field of educational technologies at national or international journals. | 3 |
| 12) | Being able to lead the situations when original and interdisciplinary problems are needed to be solved. | 3 |